Student Reactions to Agnew's Resignation: Inconsistency Resolution in Another Natural-Occurring Event

Sociometry ◽  
1974 ◽  
Vol 37 (3) ◽  
pp. 450 ◽  
Author(s):  
Paul C. Cozby
Keyword(s):  
Inconsistency Resolution ◽  
Student Reactions

Body Image and Reality TV Consumption: College Student Reactions

2012 ◽  
Author(s):  
Gina Roussos ◽  
Roger D. Klein ◽  
Elaine N. Rubinstein
Keyword(s):  
Body Image ◽  
College Student ◽  
Reality Tv ◽  
Student Reactions

Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

Exploring Student Reactions to Inserted Questions in Text

1980 ◽  
Vol 17 (1) ◽  
pp. 41-47 ◽  
Author(s):  
P. Duchastel ◽  
D. Whitehead
Keyword(s):  
Student Reactions

The Impact of Conflict- Generating Techniques on Student Reactions and Decision Quality

1995 ◽  
Vol 58 (4) ◽  
pp. 39-45
Author(s):  
Granger Macy ◽  
Joan C. Neal
Keyword(s):  
Decision Making ◽  
Business Students ◽  
Decision Quality ◽  
Structured Decision Making ◽  
Constructive Conflict ◽  
Significant Difference ◽  
Student Reactions ◽  
Graduate Business Students ◽  
The Impact

This study examined the effectiveness of conflict-generating decision-making techniques in the college classroom. Utiliz ing constructive conflict in classroom exercises may affect decision-making quality and student reactions. This study of undergraduate and graduate business students found significant difference in both the quality of the decisions and in student reactions to the techniques. The findings and discussion indicate the potential for appropriate use of structured decision-making techniques in the classroom.

scholarly journals SENCER “Do-Now” KQED social media in the classroom

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Thomas C Wood
Keyword(s):  
Social Media ◽  
Education Reform ◽  
San Francisco ◽  
Civic Capacity ◽  
National Education ◽  
College Course ◽  
Current Events ◽  
Student Reactions ◽  
Enhanced Learning

By developing opportunities for students to learn through compelling current events, learning environments are improved.   Inspired students discover relevance to their lives, create dialogue and gain confidence in their ability to expand civic capacity.   Social media has been used to provide an experimental venue for this enhanced learning in selected courses nationally through project SENCER (Science Education for New Civic Engagement and Reform), an NSF sponsored national education reform initiative.   In the fall of 2015, the New Century College course Mysteries of Migration was one of six courses selected nationally for the inaugural SENCER collaboration with KQED in San Francisco, where social media blogs called “Do Now” are flourishing.  In this session, I will discuss the implementation of “Do Now” blogs into Mystery of Migration’s semester–long case study assignment.   This course is interdisciplinary in scope, integrating the biology and ecology of migratory organisms with public policy.   In this session I will discuss the student reactions and evidence of learning through the use of “Do Now” and the merits of implementing social media into existing courses. 

scholarly journals Teaching Communicatively in a Classroom with Mobile-sourced Materials

2021 ◽  
Vol 12 (5) ◽  
pp. 23
Author(s):  
Rupert Walsh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Teaching ◽  
The Novel ◽  
Self Directed Learning ◽  
Shared Experience ◽  
Mobile Assisted Language Learning ◽  
Material Sources ◽  
Directed Learning ◽  
Student Reactions

Mobile Assisted Language Learning (MALL) is now common in extra-curricular language learning, but, more recently, teachers have increasingly sought ways to utilise MALL as a communicative classroom tool. Research into the extent that MALL can transform a whole communicative language course, and learners’ impressions of such courses, is scarce. This study, therefore, sought the opinions of five undergraduate learners on a short communicative English language course based on communicative principles, with materials entirely sourced from learner’s own devices. Learner reflections elicited in interviews suggested that MALL had aided the facilitation of an environment that was interactive, motivating, differentiated, authentic and autonomous, at times potentially more so than on a course using traditional material sources. The novel aspect of allowing freedom in choosing materials caused some complications, though none were considered insurmountable with minor adjustments to the course plan. In summary, student reactions implied that a communicative course could be taught exclusively through mobile-sourced materials, but further research is required to identify exactly how this would best be achieved. Nevertheless, findings here give reasons for practitioners to explore methods of classroom teaching inclusive of MALL that encourage self-directed learning, the creation of a platform for interaction, personalization, differentiation, a shared experience for learners and elements of game-play.

Teaching globalisation in the social sciences

2017 ◽  
Vol 10 (3) ◽  
pp. 20-33
Author(s):  
Stacy Keogh George
Keyword(s):  
United States ◽  
Liberal Arts ◽  
The United States ◽  
Application Process ◽  
Refugee Families ◽  
The Social ◽  
Liberal Arts Institution ◽  
Social Empathy ◽  
Student Reactions ◽  
Refugee Experience

Abstract This article describes the incorporation of a refugee simulation into an upper-division sociology course on globalisation at a liberal arts institution in the United States. The simulation is designed to inform students of the refugee process in the United States by inviting participants to immerse themselves in refugee experiences by adopting identities of actual refugee families as they complete four stages of the refugee application process. Student reactions to the refugee simulation suggest that it is an effective tool for demonstrating the complexities of the refugee experience in the United States and for evoking social empathy.

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